Kan näsor flyga? : Hur fungerar frågan i interaktion mellan pedagoger och barn på förskolan?

Sammanfattning: In preschool, many questions are asked, both by children and by pedagogues. By focusing on questions from an interactional perspective, this study aims to shed light on questioning in preschool and to spread an increased understanding of the question's various functions. With increased understanding of the function of questions, we also understand its potential and complexity. The study shows various examples where pedagogues and children interact with questions and where the children's influence and participation are considered. The purpose of the study is therefore to investigate the different functions of the question during the spontaneous interaction between pedagogues and children. The study was guided by the questions; How are different types of questions made and what characterizes them? How can these be understood in relation to function and how do they constitute an interactional resource? What opportunities and limitations do different questions create for children to strengthen their agency?   The study combines a sociological childhood perspective and an ethnomethodological perspective (EM/CA). It examines the interaction of pedagogues and children in naturally occurring situations at a preschool and uses a qualitative approach using video observations and participant observations. The video observations were transcribed and analyzed using conversation analysis.  Several examples of varied types of questions could be discovered during analysis, which showed that questions can have different functions and was used as different interactional resources. The analysis also shows that questions do not need to be asked verbally, both children and pedagogues use several multimodal expressions in combination, both to ask questions and to respond. To present an object can also be a way for a child to ask the pedagogue a question.  The opportunities for the children to gain influence and experience participation with the help of their questions could be found several times throughout the analysis, the pedagogues in most cases listened to the children and tried to meet their wishes and thoughts. The study also shows that there were certain types of questions that created limitations for the children's social agency. The present study concludes that the questions are significant, as they influence the actions of the participants, and the interaction can take different directions. Studying the practice of the question and how they are done in preschool contributes to an increased awareness of how they can be used as conscious strategies from a learning perspective.